STATE OF HAWAI`I INDIVIDUALIZED EDUCATION

DEPARTMENT OF EDUCATION PROGRAM

IEP Meeting Date(s): 03/01/2017

1. Student's Name: Crawford, Olivia
2. Date of Birth: 05/24/2007 3. ID#: 2941300928 4. Grade: 04
5. Current School: Iroquois Point Elem
6. IEP Annual Review Date: 03/01/2018 7. Reevaluation Date: 12/01/2018 8. Care Coordinator: Ashley Monden

9. CONSIDERATIONS WHEN DEVELOPING AN IEP:

The following factors must be considered:

a. Strengths of the student and concerns of parents for enhancing the education of the student
b. Results of the initial or most recent evaluation
c. As appropriate, performance on any general State or district-wide assessment
d. Age of the student and the age-appropriateness of the setting
e. Special Factors (see items 1-6 below)
1. Does the student's behavior impede the student's learning or the learning of others?
If yes, team must consider, if appropriate, strategies to address the behavior (including positive
behavioral interventions, strategies and supports).
2. Is the student limited in English proficiency?
If yes, team must consider the student's language needs as these needs relate to the IEP.
3. Is the student blind or visually impaired?
If yes, team must provide for instruction in Braille and the use of Braille, unless it determines, after
an appropriate evaluation, that instruction in Braille or use of Braille is not appropriate.
4. Does the student have any communication needs?
If yes, team must consider and address these needs.
5. Is the student deaf or hard of hearing?
If yes, team must consider and address the full range of academic, language, communication and
instructional needs, including the need to provide opportunities for communication and instruction in
the student's language and communication mode.
6. Does the student require assistive technology devices and services?
If yes, team must consider and address these needs.
When reviewing an IEP, these additional factors must be considered:
a. Lack of progress towards annual goals and in the general curriculum, if appropriate
b. Results of any reevaluation
c. Information about the student provided to or by the parents
d. Information about student's anticipated needs
e. Other IEP matters

For Agency Use Only:

X Parent was provided an explanation and copy of the procedural safeguards
X Parent was provided a copy of IEP at no cost
Student's Name: Crawford, Olivia Page 2 of 13

10. PRESENT LEVELS OF EDUCATIONAL PERFORMANCE

Reading Assessment Used: Other: GRADE LVL 2 Form A
Assessment Date: 02/21/2017 Grade Equivalent: 1.2 Scaled Score:

Olivia is a sweet 4th grader at Iroquois Point Elementary School. She appears to be well liked
by her peers and tries to help her classmates whenever she can. She will initiate in classroom
discussions daily and volunteer to answer and share her thoughts on daily warm-ups. She
expressed that at home she plays on the ipad with her mother and plays titan fall with her
father.

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Special Factors
1. Student's behavior impede the student's learning or the learning of others- Yes
2. Student is limited in English proficiency- No
3. Student is blind or visually impaired- No
4. Student has communication needs- No
5. Student is deaf or hard of hearing-No
6. Student requires assistive technology devices and services-No

Appendix:
(A) Achieve 3000
(B) Classroom observations
(C) GRADE (Group Reading Assessment and Diagnostic Evaluation)

IMPACT STATEMENT:
Olivia is eligible for specialized education under the category of Other Health Disability due
to difficulties in reading, writing, and math. Olivia's incomplete mastery of basic facts and
poor vocabulary may impact her participation in the general education setting as it interferes
with acquisition and/or completion of higher-level content and developing her understanding of
concepts and grade-level content.

I. ACADEMICS
Language Arts:
READING COMPREHENSION:
Olivia was given the GRADE (C) level 2 on February 21, 2017 in the morning and on February 27,
2017 in the afternoon. Olivia was cooperative and was able to follow directions. Olivia was
tested in a quiet area and was able to focus with no reminders or redirections to stay on task.
For the vocabulary section Olivia scored in the poor range (stanine 1). For comprehension
Olivia scored in the poor range (stanine 1). Olivia's total test score is in the low range
(stanine 1). In a small group classroom setting (B) Olivia is able to read passages at her
instructional level and is gaining confidence with brainstorming and expressing what is
confusing to her. Olivia is able to recognize upper and lower case sounds, blend and read
simple CVC and CVCe words, and read high-frequency words fluently (Kindergarten to 1st grade
phonetic and non-phonetic). Olivia needs be able to refer to details and examples in a text
explicitly and when drawing inferences from the text. She needs to be able to determine the
main idea explaining how it is supported by key details and summarize to promote comprehension.
She needs to know and apply grade-level phonics to decode controlled r (i.e., burn, fern), ea,
oe, aw, ai, igh, and oa words. Olivia needs to increase her reading fluency from 40 cwpm to 55
cwpm.

Parent input: Parents expressed wanting to find a high interest book series.

WRITING:
(B) Olivia is always willing to try and will put in her best effort when it comes to writing.
Olivia will express when she needs help with writing a sentence and ask for clarification if
something is unclear to her. Olivia needs to be able to brainstorm her ideas using a graphic
organizer and with the guidance and support from peers and adults develop and strengthen her
writing as needed by planning, revising, and editing. Olivia also needs to be able to use a
checklist to edit her writing (e.g., topic sentence, 2-3 supporting details, concluding
sentence).
Student's Name: Crawford, Olivia Page 3 of 13
MATH:
Olivia is able to add and subtract with and without regrouping. When presented with new
concepts she is able to catch on rather quickly when given the necessary tools to help her.
She still needs to build upon her fluency when it comes to adding and subtracting. Olivia needs
to be able to fluently add and subtract one dig by one digit addition problems. She also needs
to be able to solve multistep addition, subtraction, multiplication, and division word
problems.

Social/emotional/Behavior:
(B) Olivia is able to follow class routines, attend to tasks in a large and small group
settings when engaged, and is friendly and cooperative with her peers and teachers. When she
gets anxious Olivia will ask to use the restroom or verbally ask for a break.

Parent input: Parents expressed that Olivia has other social contact at home and at church.

Physical independence/mobility/communication/independent living:

Addressed, but not a concern.

Parent input: Addressed but not a concern.

Student's Name: Crawford, Olivia Page 4 of 13

TRANSITION SERVICES NEEDS

11. POST HIGH SCHOOL GOAL(S):
Olivia would like to be a zoo keeper or work in a profession that aligns with the canine unit.

12. STUDENT'S INTERESTS:

Olivia loves animals, watching national geographic, playing on the ipad, and video games.

13. BEGINNING AT AGE 14 YEARS, OR YOUNGER IF APPROPRIATE, STATEMENT OF TRANSITION SERVICE NEEDS FOCUSING ON THE COURSES
OF STUDY NEEDED TO REACH POST SCHOOL GOAL(S):
n/a

14. BEGINNING AT AGE 16 YEARS, OR YOUNGER IF APPROPRIATE, A STATEMENT OF NEEDED TRANSITION SERVICES AND, IF APPROPRIATE, A
STATEMENT OF INTERAGENCY RESPONSIBILITIES OR ANY NEEDED LINKAGES.
Post School Outcome Transition Services Needed Agency Responsible/Linkages

15. TRANSFER OF RIGHTS AT AGE OF MAJORITY:

Beginning at least one year before the student reaches the age of majority (18), the student and his/her parent(s) have been informed that the rights will transfer
to the student on reaching age 18 unless a legal guardian has been appointed.
Date Notice Given:
Student's Name: Crawford, Olivia Page 5 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

CCSS: LANGUAGE ARTS: GRADE 4
Reading Informational Text: Key Ideas and Details

l 4.RI.1 Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.

17. MEASURABLE ANNUAL GOAL:

When given a reading assignment in classroom setting at her instructional level, Olivia will
refer to details and examples in a text when explaining what the text says explicitly and when
drawing inferences from the text with 80% accuracy in four out of five opportunities by the
end of the 4th recording period as measured by observation, daily work, and teacher-made tests.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Teacher-made Tests; Observation; Daily Work

19. BENCHMARK/SHORT-TERM OBJECTIVE:

When given a reading assignment in a classroom setting, Olivia will refer to details and
examples in a text explicitly 80% of the time in four out five opportunities by the end of the
4th recording period as measured by observation, daily work, and teacher-made tests.
When given a reading assignment in a classroom setting, Olivia will refer to details and
examples in a text when drawing inferences with 80% accuracy in four out of five opportunities
by the end of the 4th recording period as measured by observations, daily work, and teacher-
made tests.
Student's Name: Crawford, Olivia Page 6 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

CCSS: LANGUAGE ARTS: GRADE 4
Reading Informational Text: Key Ideas and Details

l 4.RI.2 Determine the main idea of a text and explain how it is supported by key details;
summarize the text.

17. MEASURABLE ANNUAL GOAL:

When given a reading passage at her instructional level in a classroom setting, Olivia will
determine the main idea of the text and explain how it is supported by key details and
summarize the text with 80% accuracy by the end of the 4th recording period as measured by
daily work and observations.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Observation

19. BENCHMARK/SHORT-TERM OBJECTIVE:

When given a reading passage at her instructional level in a classroom setting, Olivia will
determine the main idea of the text and explain how it is supported by key details with 80%
accuracy by the end of the 4th recording period as measured by daily work and observations.
When given a reading passage at her instructional level in a classroom setting, Olivia will
summarize the text by citing evidence with 80% accuracy by the end of the 4th recording period
as measured by daily work and observations.
Student's Name: Crawford, Olivia Page 7 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

CCSS: LANGUAGE ARTS: GRADE 4
Reading Foundational Skills: Phonics and Word Recognition

l 4.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
a. Use combined knowledge of all letter-sound correspondences, syllabication patterns,
and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic
words in context and out of context.

Reading Foundational Skills: Fluency

l 4.RF.4 Read with sufficient accuracy and fluency to support comprehension.

a. Read grade-level text with purpose and understanding.
b. Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
c. Use context to confirm or self-correct word recognition and understanding, rereading
as necessary.

17. MEASURABLE ANNUAL GOAL:

When given a reading passage at her instructional level in a classroom setting, Olivia will
know and apply grade-level phonics and word analysis skills in decoding words. She will self-
correct word recognition and understanding, rereading as necessary with 80% accuracy by the
end of the 4th recording period as measured by observations and daily work.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Observation; Daily Work

19. BENCHMARK/SHORT-TERM OBJECTIVE:

When given a reading passage at her instructional level in a classroom setting, Olivia will
know and apply grade-level phonics to decode 10 words with controlled r (i.e. burn, fern) with
80% accuracy by the end of the 2nd recording period as measured by observations and daily work.
When given a reading passage at her instructional level in a classroom setting, Olivia will
know and apply grade-level phonics to decode 10 words with ea, oe, and aw with 80% accuracy by
the end of the 3rd recording period as measured by observations and daily work.
When given a reading passage at her instructional level in a classroom setting, Olivia will
know and apply grade-level phonics to decode 10 words with ai, igh, and oa with 80% accuracy
by the end of the 4th recording period as measured by observations and daily work.
When given a reading passage at her instructional level in a classroom setting, Olivia will
increase her reading fluency from 40 cwpm to 55 cwpm with 80% accuracy by the end of the 4th
recording period as measured by observations and daily work.
Student's Name: Crawford, Olivia Page 8 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

CCSS: LANGUAGE ARTS: GRADE 4
Writing: Production and Distribution of Writing

l 4.W.4 Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1-3 above.)
l 4.W.5 With guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, and editing. (Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 4 here.)

17. MEASURABLE ANNUAL GOAL:

When given a writing assignment in a classroom setting, Olivia will produce clear and coherent
writing in which the development and organization are appropriate to task, purpose, and
audience with the guidance and support from peers, adults to develop and strengthen writing as
needed by planning, revising, and editing with 80% accuracy by the end of the 4th recording
period as measured by observation and daily work.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Observation; Daily Work

19. BENCHMARK/SHORT-TERM OBJECTIVE:

When given a writing assignment in a classroom setting, Olivia will brainstorm her ideas using
a graphic organizer with 80% accuracy by the end of the 4th recording period as measured by
observation and daily work.
When given a writing assignment in a classroom setting, Olivia with the guidance and support
from peers, adults develop and strengthen writing as needed by planning, revising, and editing
with 80% accuracy by the end of the 4th recording period as measured by observation and daily
work.
When given a writing assignment in a classroom setting, Olivia will use a checklist to edit
her writing (e.g., topic sentence, 2-3 supporting details, concluding sentence) with 80%
accuracy by the end of the 4th recording period as measured by observation and daily work.
Student's Name: Crawford, Olivia Page 9 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

CCSS: MATHEMATICS: GRADE 4
Operations & Algebraic Thinking: Use the four operations with whole numbers to solve problems

l 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.

Number & Operations in Base Ten: Use place value understanding and properties of operations to
perform multi-digit arithmetic

l 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

17. MEASURABLE ANNUAL GOAL:

When given math problems in a classroom setting, Olivia will fluently add and subtract one
digit by one digit numbers and solve multistep word problems with 80% accuracy by the end of
the 4th recording period as measured by observation and daily work.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Observation; Daily Work

19. BENCHMARK/SHORT-TERM OBJECTIVE:

When given math problems in a classroom setting, Olivia will fluently add one digit by one
digit addition problems with 80% accuracy by the end of the 4th recording period as measured
by observation and daily work.
When given math problems in a classroom setting, Olivia will fluently subtract one digit by
one digit numbers with 80% accuracy by the end of the 4th recording period as measured by
observation and daily work.
When given math problems in a classroom setting, Olivia will solve multistep addition and
subtraction word problems with 80% accuracy by the end of the 2nd recording period as measured
by observation and daily work.
When given math problems in a classroom setting, Olivia will solve multistep division and
multiplication word problems with 80% accuracy by the end of the 4th recording period as
measured by observation and daily work.
Student's Name: Crawford, Olivia Page 10 of 13

INDIVIDUALIZED EDUCATION PROGRAM

ANNUAL GOAL

16. STANDARD AREAS:

HCPS III Non-Core: HEALTH

l INTERPERSONAL COMMUNICATION: Use interpersonal communication skills to enhance health

17. MEASURABLE ANNUAL GOAL:

In one year Olivia will improve her coping skills when she becomes anxious as measured by
observation.

18. HOW WILL PROGRESS TOWARD THE ANNUAL GOAL BE MEASURED:

Observation

19. BENCHMARK/SHORT-TERM OBJECTIVE:

In a classroom setting, when Olivia is anxious she will use a coping skill (e.g. take deep
breaths or request for a break) with no more than 2 teacher prompts as measured by observation.
Student's Name: Crawford, Olivia Page 11 of 13

20. EXTENDED SCHOOL YEAR (ESY): Unless the student requires an extended school year as a part of a free and appropriate public
education, the IEP will be in effect during the regular school year only.
The standard for an extended school year has been applied: The student (check one)
X DOES NOT meet the standard for an extended school year
DOES meet the standard for an extended school year
STATE THE EXTENT TO WHICH ESY IS NECESSARY:

21. SERVICES Projected Projected Frequency Location ESY

Special Education and Related Beginning Ending Date (Mins/Times/Period) Yes/No
Services Date
Special Education 03/02/2017 03/01/2018 600 mins per WEEK General Ed./SPED No

Supplementary Aids and Services, Program Projected Projected Frequency Location

Modifications and Supports for School Personnel: Beginning Ending Date (Mins/Times/Period)
Date
Preferential seating 03/02/2017 03/01/2018 Daily General Ed./SPED
Check for understanding asking Olivia to 03/02/2017 03/01/2018 Daily General Ed./SPED
paraphrase back.
Peer modeling 03/02/2017 03/01/2018 When appropriate General Ed./SPED
Chunking of assignments into manageable tasks 03/02/2017 03/01/2018 Daily General Ed./SPED
Multisensory strategies 03/02/2017 03/01/2018 Daily General Ed./SPED
Manipulatives when appropriate 03/02/2017 03/01/2018 Daily General Ed./SPED
Visual aids 03/02/2017 03/01/2018 Daily General Ed./SPED
spelling reference 03/02/2017 03/01/2018 Daily General Ed./SPED
small group for testing 03/02/2017 03/01/2018 Daily General Ed./SPED
Additional time allowed on tests 03/02/2017 03/01/2018 Daily General Ed./SPED
Use of paper with mid-line 03/02/2017 03/01/2018 When appropriate General Ed./SPED
Multiplication table 03/02/2017 03/01/2018 Daily General Ed./SPED

Clarification of Services and Supports:

Olivia will receive being tested in a small group as a designated support for statewide
testing.
Student's Name: Crawford, Olivia Page 12 of 13

22. STATE-WIDE ASSESSMENT: (Check one)

1. Not applicable for the present school year. The student is not or will not be in a grade level participating in a state-wide
assessment during the duration of this IEP.
2. Student will participate in state-wide assessments. No accommodations/modifications are necessary.
X 3. Student will participate in state-wide assessments with the following accommodations/modifications:
Multiplication Table (grades 4 and above) - non-embedded, HSA SCI, EOC-ANE (Grades 4, 8-12): Tested in small group
4. Student will participate in the Hawaii Alternate Assessment. Participation in state-wide assessments is not appropriate for
the following reason(s):

23. Explain the extent, if any, that the students will not participate with students without disabilities in the general education class,
extracurricular activities and other non-academic activities:
Olivia will not participate with non disabled peers when receiving specially designed
instruction to address her specific IEP goals and objectives in a specialized setting when
deemed appropriate by the teacher. Olivia will participate with her non-disabled peers for all
other non-academic and extra-curricular activities.
Student's Name: Crawford, Olivia Page 13 of 13

IEP MEETING INFORMATION

24. Date: 03/01/2017

25. MEETING PARTICIPANTS:

Ashley Monden - - Special Education Teacher

Dominic Tafao - - Vice Principal
Joanne Shimizu - - General Education Teacher
Lucrecia Crawford - - Mother
Shawn Crawford - - Father